AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
and their unusual uses
He/she is very active in art activities in the
home environment
I-1-E
Source: own elaboration
The frequency of specific indicators is also saturated with
respect to the number of recipients in the database. Individual
claims that are within the scope of B and C assessments are
continually re-evaluated by another assessor in order to be
considered objective and relevant.
Fig. 1: Assessment of specific indicators in the context of the
environment indicator
Fig. 1, shows the specific indicators and is evaluated by three
assessors, shows a very strong indicator of artistic talent in one
of the 5 items, so it is necessary to realize the conversion and
then compare. Recipient [R8] excels in one of five indicators
(I.1.D, interested in diverse material and its non-traditional uses).
On the basis of the average, it can be assessed that it received
36.62 % under indicator I.1, thus confirming a weak indicator
confirming possible art talent. It is necessary to evaluate each
environment in this way, i.e. school and out-of-school, to
confirm the reality. The more saturated the individual indicators
will be (within the specific indicators of art talent, the greater the
likelihood of identifying art talent in a person, regardless of age).
PROCESS is the second indicator in the triad of indicators and is
also material in nature. It is referred to as Indicator 2
(abbreviated I-2). We will re-evaluate recipient [R8] in the
context of a free theme without any required indications. In the
context of the general category of free topic processed product,
we will evaluate specific indicators (Tab 2).
Tab 2: Specific indicators of art talent within the process
indicator
Specific Indicator of fine art giftedness
Marking specific indicator
of fine art giftedness
He/She processes its own ideas, does not need
guidance in a free theme
I-2-A
He/She processes one or more themes and
constantly improves it (them)
I-2-B
His/Her activities are done with increased
attention and interest
I-2-C
He/She also engages in another type of art
(Besides fine art at least one) during his activity.
I-2-D
Source: own elaboration
Fig. 2: Evaluation of specific indicators in the context of I-2
Fig 2 which shows specific indicators which are evaluated by
three reviewers, shows in two out of four items a very strong
indicator for fine art talent, hence it is necessary to realize the
recount and then compare it with Tab. 2. Recipient [R8] excels
in two in four indicators (I.2.B, I.2.D). On the basis of the
average values, it can be assessed that within indicator I.2 the
saturation in the item is a good indicator confirming possible
fine art giftedness. It is also desirable to evaluate a specific
indicator for given and predetermined topic, to evaluate this
indicator.
Production is the third indicator in the triad of indicators and is
also non-material in nature. It is referred to as INDICATOR 3
(abbreviated I-3). In coactions and with clarification of this
indicator, we will illustratively work with recipient [R8] from
previous situations. This indicator is characterized by the fact
that the assessment is to be carried out by the assessor with art
education, as the content fulfilment of the individual indicators
requires it. For this reason, only those who meet the condition
become assessors. That is why this indicator is the longest in
terms of evaluation.
Fig. 3: Evaluation of specific indicators in the context of I-3
Fig. 3 shows the specific indicators I-3, which, unlike the
previous two assessments, are evaluated by two reviewers
(selected on the basis of specific conditions). Based on the
graphical processing, the range of evaluation is in the polarity of
the values 3-5, which generally indicates that art talent is
obvious. This must be confirmed by evaluating all the specific
indicators in the indicator (I-3). There is no need for other
graphical processing in the given situation, as the likelihood of
artistic talent in this I-3 is in the mean of more than 65%. In this
case, within the framework of the assessment of artistic talent, it
is necessary to supplement and re-evaluate the evaluations
obtained from the indicators I-1 and I-2, which are part of the
triad of artistic talent. In this point, the identification of the
creative talent begins with the specific indicators of the
individual indicators of the talent triad. Despite the fact that the
process is fairly lengthy by the saturation of individual
indicators, it is possible to fill the bank, which will be usable as a
classification table for faster detection of art talent in children
and youth.
3 Conclusion
The process of identifying art talent is a challenging process that
has not yet received adequate attention. Three main identifiers
have been identified in the research that represents the basic
structure in the process of identifying the talent of children and
youth.
Specifically, we have described the process of identification
through the triad of indicators in this paper. Based on their
satiety, it is likely to identify a person with artistic talent. The
very process of identifying basic and specific indicators within
the triad is to uncover the underlying issues in the process of
identifying, categorizing, and hierarchizing fine art talent in
children and youth.
2
3
3
4
3
4
4
4
5
3
3
4
4
5
4
0
1
2
3
4
5
6
I.1.A
I.1.B
I.1.C
I.1.D
I.1.E
n
u
m
e
ri
c
al
v
a
lu
e
s
Specific indicators(environment indicator)
RP1
RP2
R8
3
5
4
5
3
3
4
5
5
4
0
1
2
3
4
5
6
I.3.A
I.3.B
I.3.C
I.3.D
I.3.E
n
u
m
e
ri
c
al
v
a
lu
e
s
Specific indicators (I-3)
P1
P2
3
4
3
4
4
4
4
5
4
5
4
5
0
1
2
3
4
5
6
I.2.A
I.2.B
I.2.C
I.2.D
N
u
m
e
ri
c
al
v
a
lu
e
s
Specifical indicators (I-2)
RP1
RP2
R8
- 312 -